Higher Certificate in Business Administration

Purpose

The Higher Certificate: Business Administration is an entry level higher education qualification. This qualification is primarily vocational and industry oriented with Work Integrated Learning being a key component. The qualification provides learners with basic introductory knowledge, cognitive and conceptual tools for further higher education studies in their chosen field of study.

This qualification signifies that the learner has attained the basic level of higher education knowledge and competence in the business field and is capable of applying such knowledge and competence in the role of entry level business manager/employee.

The Higher Certificate: Business Administration is designed to recognise the competence, knowledge and skills required for people to plan and coordinate business administration functions and operations and provide business administration services in a wide range of business and organisational contexts.

The qualifying learner will have the ability to

• Demonstrate and apply fundamental knowledge of business administration and management.
• Demonstrate an understanding of the main issues, concepts and tools of a modern dynamic office environment.
• Communicate information coherently and reliably in both written and spoken language.
• Explain the business organisation as a system within the wider context of society and the business world.
• Apply knowledge of economics and basic bookkeeping.

Rationale

The Higher Certificate: in Business Administration is an entry level higher education qualification. The purpose of this qualification is to prepare learners for a career in business, or to provide a learning pathway for those wishing to proceed to higher levels of business management study.

The Open Distance Learning (ODL) mode of delivery provides access to learners in rural areas where Higher Education is not readily available. The ODL mode of delivery also provides access to the Higher Certificate to learners who are engaged in full-time employment and cannot attend full-time contact modes of delivery.

Through the ODL mode of delivery, the Institution attempts to

• Provide additional access to education in order to meet the education and training needs of national residents and companies and to educate under-served populations. For many people in the past, academic programme calendars have not matched work and family responsibilities and programme offerings may not have met learner needs.
• Provide accessibility of education to avoid the need for confining learning to bricks-and-mortar settings.
• Capitalise on the public's growing acceptance of the value of lifelong learning which has fuelled an increased demand for higher education services among people outside the traditional 18-24 age range. Emerging student segments, such as executives seeking further education and working adults, may be more lucrative than traditional markets. By capitalising on emerging market opportunities, many educational institutions hope to generate significant revenue.
• Serve as a catalyst for institutional transformation. Higher Education Institutions are being challenged to adapt rapidly to an increasingly competitive environment. Distance education can catalyse institutional transformation.

The institution sees ODL as a multi-dimensional concept aimed at bridging the time, geographical, economic, social, educational and communication distances between learner and institution, learner and academics, learner and courseware and learner and peers. ODL focuses on removing barriers to access learning, flexibility of learning provision, learner-centeredness, supporting learners and constructing learning programmes with the expectation that learners can succeed and make a profound contribution to the organisations they serve, in the fields of strategy management, marketing management, human resources management, operations management, financial management and information management.

• Mathematical Literacy at NQF Level 4.
• Communication in the English language - as the language of tuition - at NQF Level 4.

Recognition of Prior Learning

Learners may achieve this qualification in part through Recognition of Prior Learning.

Learners may apply for credits and exemptions for subjects already passed in-house or at other recognised Institutes.

Skills, knowledge and experience in respect of competencies acquired through informal and non-formal learning are also assessed in the Recognition of Prior Learning process.

Any learner wishing to be assessed for recognition of prior learning may arrange to do so without having to attend Higher Education. For recognition of prior learning the learner will be required to submit a portfolio of evidence of relevant experience, in a prescribed format, to be assessed for formal recognition. The assessor and learner will decide jointly on the most appropriate assessment procedures, subject to the assessment rules.

Access to the Qualification

• National Senior Certificate (NSC) with a pass in the English language.
• An appropriate equivalent qualification at NQF Level 4.
• Access to the qualification via Recognition of Prior Learning.
• A mature learner (23) may access the qualification based upon their workplace experience.

Qualification Rules

All the modules are compulsory and all must be successfully achieved in order to be awarded the qualification.

Modules

• Bookkeeping 1, 15 Credits.
• Office Administration 1, 15 Credits.
• Economic Environment, 15 Credits.
• General Management, 10 Credits.
• Office Administration 2, 15 Credits.
• Business Law, 10 Credits.
• General Management 2, 15 Credits.
• Bookkeeping 2, 10 Credits.
• Work Based Learning, 15 Credits.

Total Credits for the qualification: 120 Credits.

1. Demonstrate and apply fundamental knowledge of business administration and management.
2. Demonstrate an understanding of the main issues, concepts and tools of a modern dynamic office environment.
3. Communicate information coherently and reliably in both written and spoken language.
4. Explain the business organisation as a system within the wider context of society and the business world.
5. Apply knowledge of economics and basic bookkeeping.

Associated Assessment Criteria for Exit Level Outcome 1

• The concepts, terms, rules and principles of business are explained using practical examples.
• The different functions of management are discussed.
• Mathematical knowledge is applied to carry out computations in a business environment.
• All business dealings are carried out appropriately and ethically in a legal environment.

Associated Assessment Criteria for Exit Level Outcome 2

• Conflict and the importance of deadlines in a workplace are explained and managed through effective communication.
• Time management and decision making in the office environment are demonstrated.
• Abilities for constructive office organisation, effective office filing and trouble-shooting are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 3

• Communication tools are applied in a business environment to communicate coherently with internal and external stakeholders.
• Basic conventions of professional discourse are applied appropriately in writing and orally.
• Presentation skills are applied using appropriate technology.

Associated Assessment Criteria for Exit Level Outcome 4

• The core functions of different functional departments of a business organisation are explained.
• The business environment of a specific business is discussed to demonstrate deeper understanding of how the environment influences the business.
• The nature of the modern dynamic office environment is highlighted in terms of the demands placed on it.
• The tools of the modern office environment are applied.

Associated Assessment Criteria for Exit Level Outcome 5

• The different source documents required in the bookkeeping department are identified and explanations given of where they are located and how they are used.
• The rules of double entry are applied.
• Subsidiary journals, the general ledger and book keeping practices are applied to the different inventory systems and for creditors.

Integrated Assessment

The Institution will conduct diagnostic and formative assessment. Formative and other practical assessments should also take place in the work place, where applicable. The learner should also be able to assess him or herself and determine readiness for a summative assessment against this qualification.

During integrated assessment the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflective competencies. Combinations of the following assessment methods are used during the integrated assessment process:

1. Time-constrained written examinations.
2. Course work Evaluations.
3. Continuous Evaluations.
4. Practical Evaluations.

Integrated assessment at this level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across modules to achieve competence that is grounded and coherent in relation to the purpose of the qualification.